ALevel Maths Transitionbooklet

Slough & Eton Transition from GCSE to A Level Maths
A Level Maths
Transition Booklet
These are the basic Maths Skills required to succeed at A Level
Maths. This booklet must be completed before you start A Level
Maths.
Name:………………………………………………………………………
Section 1 Expanding brackets and simplifying expressions page 2
Section 2 Surds page 4
Section 3 Rules of Indices page 7
Section 4 Factorising expressions page 10
Section 5 Completing the Square page 13
Section 6a Solving quadratic equations by factorisation page 15

Section 6b Solving quadratic equations by completing the square page 17
Section 6c Solving quadratic equations by using the formula page 19
Section 7 Sketching Quadratic Graphs page 21
Section 8a Solving linear simultaneous equations using the elimination method page 23
Section 8b Solving linear simultaneous equations using the substitution method page 25
Section 9 Solving linear and quadratic simultaneous equations

page 27
Section 10 Solving simultaneous equations graphically
page 29
Section 11 Linear inequalities
page 31
Section 12 Quadratic inequalities
page 33
Section 13 Sketching cubic and reciprocal graphs
page 35
Section 14a Translating graphs page 38

Section 14b Stretching graphs page 40
1.Expanding brackets and simplifying

expressions
1
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Scheme of work: 1a. Algebraic expressions – basic algebraic manipulation, indices and surds
Key points
 When you expand one set of brackets you must multiply everything inside the bracket by what is
outside.
 When you expand two linear expressions, each with two terms of the form ax + b, where a ≠ 0 and
b ≠ 0, you create four terms. Two of these can usually be simplified by collecting like terms.
Examples
Example 1 Expand 4(3x − 2)
4(3x − 2) = 12x − 8 Multiply everything inside the bracket

by the 4 outside the bracket
Example 2 Expand and simplify 3(x + 5) − 4(2x + 3)
3(x + 5) − 4(2x + 3) 1 Expand each set of brackets

= 3x + 15 − 8x – 12 separately by multiplying (x + 5) by
3 and (2x + 3) by −4
= 3 − 5x 2 Simplify by collecting like terms:
3x − 8x = −5x and 15 − 12 = 3
Example 3 Expand and simplify (x + 3)(x + 2)
(x + 3)(x + 2) 1 Expand the brackets by multiplying

= x(x + 2) + 3(x + 2) (x + 2) by x and (x + 2) by 3
= x2 + 2x + 3x + 6
= x2 + 5x + 6 2 Simplify by collecting like terms:
2x + 3x = 5x
Example 4 Expand and simplify (x − 5)(2x + 3)
(x − 5)(2x + 3) 1 Expand the brackets by multiplying

= x(2x + 3) − 5(2x + 3) (2x + 3) by x and (2x + 3) by −5
= 2x2 + 3x − 10x − 15
= 2x2 − 7x − 15 2 Simplify by collecting like terms:
3x − 10x = −7x
Practice
1 Expand. Watch out!
a 3(2x − 1) b −2(5pq + 4q2)
c −(3xy − 2y2) When multiplying (or
dividing) positive and 2
negative numbers, if
2 Expand and simplify.

a 7(3x + 5) + 6(2x – 8) b 8(5p – 2) – 3(4p + 9)
c 9(3s + 1) –5(6s – 10) d 2(4x – 3) – (3x + 5)
3 Expand.
a 3x(4x + 8) b 4k(5k2 – 12)
c –2h(6h2 + 11h – 5) d –3s(4s2 – 7s + 2)

a 3(y2 – 8) – 4(y2 – 5) b 2x(x + 5) + 3x(x – 7)
c 4p(2p – 1) – 3p(5p – 2) d 3b(4b – 3) – b(6b – 9)
5 Expand (2y – 8)

a 13 – 2(m + 7) b 5p(p2 + 6p) – 9p(2p – 3)
7 The diagram shows a rectangle.

Write down an expression, in terms of x, for the area of the
rectangle.
Show that the area of the rectangle can be written as
21x2 – 35x

a (x + 4)(x + 5) b (x + 7)(x + 3)
c (x + 7)(x – 2) d (x + 5)(x – 5)
e (2x + 3)(x – 1) f (3x – 2)(2x + 1)
g (5x – 3)(2x – 5) h (3x – 2)(7 + 4x)
i (3x + 4y)(5y + 6x) j (x + 5)2
k (2x − 7)2 l (4x − 3y)2
Extend
9 Expand and simplify (x + 3)² + (x − 4)²
a b
3
2. Surds and rationalising the denominator

A LEVEL LINKS
Key points
 A surd is the square root of a number that is not a square number, for example etc.
 Surds can be used to give the exact value for an answer.


 To rationalise the denominator means to remove the surd from the denominator of a fraction.
 To rationalise you multiply the numerator and denominator by the surd
 To rationalise you multiply the numerator and denominator by
Example 1 Simplify
1 Choose two numbers that are factors of 50.

One of the factors must be a square number
2 Use the rule
3 Use
Example 2 Simplify
1 Simplify and . Choose two numbers

that are factors of 147 and two numbers that are
factors of 12. One of each pair of factors must be a
square number
2 Use the rule
3 Use and
4 Collect like terms
Example 3 Simplify
1 Expand the brackets. A common mistake
= here is to write
2 Collect like terms:
=7–2
=5
4
Example 4 Rationalise
1 Multiply the numerator and denominator by

=
=
2 Use
Example 5 Rationalise and simplify
1 Multiply the numerator and denominator by

=
2 Simplify in the numerator. Choose two
numbers that are factors of 12. One of the
= factors must be a square number
3 Use the rule

=
4 Use
5 Simplify the fraction:

=
simplifies to
Example 6 Rationalise and simplify
1 Multiply the numerator and denominator

by
= =
2 Expand the brackets
5
Remember to change the sign of all terms

when dividing by −1
=
Practice
1 Simplify. Hint
a b One of the two numbers you

c d choose at the start must be a
square number.
e f
g h
2 Simplify. Watch out!
a b Check you have chosen the

highest square number at the
c d
start.
e f
a b
c d
4 Rationalise and simplify, if possible.
a b c d
e f g h
5 Rationalise and simplify.
a b c
Extend
6 Expand and simplify
7 Rationalise and simplify, if possible.
6
a b
7
3. Rules of indices
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Key points
 am × an = am + n

 (am)n = amn
 a0 = 1
 i.e. the nth root of a

 The square root of a number produces two solutions, e.g. .
Examples
Example 1 Evaluate 100
100 = 1 Any value raised to the power of zero is

equal to 1
Example 2 Evaluate
Use the rule

=3
Example 3 Evaluate
1 Use the rule
= 2 Use
=9
8
Example 4 Evaluate
1 Use the rule
2 Use
Example 5 Simplify
= 3x3 6 ÷ 2 = 3 and use the rule to
give
Example 6 Simplify
1 Use the rule
= x8 − 4 = x4
2 Use the rule
Example 7 Write as a single power of x
Use the rule , note that the
fraction remains unchanged
Example 8 Write as a single power of x
1 Use the rule
2 Use the rule
9
10
Practice
1 Evaluate.
a 140 b 30 c 50 d x0
2 Evaluate.
a b c d
3 Evaluate.
a b c d
4 Evaluate.
a 5–2 b 4–3 c 2–5 d 6–2
5 Simplify.
a b c d
e f g h
6 Evaluate. Watch out!
Remember that any value

a b c raised to the power of zero is
1. This is the rule a0 = 1.
d e f
7 Write the following as a single power of x.
a b c
d e f
8 Write the following without negative or fractional powers.
a b x0 c
d e f
n
9 Write the following in the form ax .
a b c
11
d e f 3
Extend
10 Write as sums of powers of x.
a b c
12
4. Factorising expressions
A LEVEL LINKS
Scheme of work: 1b. Quadratic functions – factorising, solving, graphs and the discriminants
Key points
 Factorising an expression is the opposite of expanding the brackets.
 A quadratic expression is in the form ax2 + bx + c, where a ≠ 0.
 To factorise a quadratic equation find two numbers whose sum is b and whose product is ac.
 An expression in the form x2 – y2 is called the difference of two squares. It factorises to (x – y)(x + y).
Examples
Example 1 Factorise 15x2y3 + 9x4y
15x2y3 + 9x4y = 3x2y(5y2 + 3x2) The highest common factor is 3x2y.

So take 3x2y outside the brackets and then divide each term by
3x2y to find the terms in the brackets
Example 2 Factorise 4x2 – 25y2
4x2 – 25y2 = (2x + 5y)(2x − 5y) This is the difference of two squares as the two terms
can be written as (2x)2 and (5y)2
Example 3 Factorise x2 + 3x – 10
b = 3, ac = −10 1 Work out the two factors of ac = −10 which add to

give b = 3
(5 and −2)
So x2 + 3x – 10 = x2 + 5x – 2x – 10 2 Rewrite the b term (3x) using these two factors
= x(x + 5) – 2(x + 5) 3 Factorise the first two terms and the last two terms
4 (x + 5) is a factor of both terms
= (x + 5)(x – 2)
Example 4 Factorise 6x2 − 11x − 10
b = −11, ac = −60 1 Work out the two factors of ac = −60 which add
So to give b = −11
(−15 and 4)
6x2 − 11x – 10 = 6x2 − 15x + 4x – 10 2 Rewrite the b term (−11x) using these two
= 3x(2x − 5) + 2(2x − 5) factors
3 Factorise the first two terms and the last two
= (2x – 5)(3x + 2) terms
4 (2x − 5) is a factor of both terms
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Example 5 Simplify
1 Factorise the numerator and the denominator
For the numerator:

2 Work out the two factors of ac = −21 which add to give
b = −4, ac = −21 b = −4
(−7 and 3)
So
x2 − 4x – 21 = x2 − 7x + 3x – 21
3 Rewrite the b term (−4x) using these two factors
= x(x − 7) + 3(x − 7)
4 Factorise the first two terms and the last two terms
= (x – 7)(x + 3) 5 (x − 7) is a factor of both terms
For the denominator:

6 Work out the two factors of
b = 9, ac = 18 ac = 18 which add to give b = 9
(6 and 3)
So
2x2 + 9x + 9 = 2x2 + 6x + 3x + 9
7 Rewrite the b term (9x) using these two factors
= 2x(x + 3) + 3(x + 3) 8 Factorise the first two terms and the last two terms
9 (x + 3) is a factor of both terms
= (x + 3)(2x + 3)
So
10 (x + 3) is a factor of both the numerator and denominator so

cancels out as a value divided by itself is 1
14
Practice
1 Factorise.
Hint
a 6x4y3 – 10x3y4 b 21a3b5 + 35a5b2
c 25x2y2 – 10x3y2 + 15x2y3 Take the highest
common factor
2 Factorise outside the bracket.
a x2 + 7x + 12 b x2 + 5x – 14
c x2 – 11x + 30 d x2 – 5x – 24
e x2 – 7x – 18 f x2 + x –20
g x2 – 3x – 40 h x2 + 3x – 28
3 Factorise
a 36x2 – 49y2 b 4x2 – 81y2
c 18a2 – 200b2c2
4 Factorise
a 2x2 + x –3 b 6x2 + 17x + 5
c 2x2 + 7x + 3 d 9x2 – 15x + 4
e 10x2 + 21x + 9 f 12x2 – 38x + 20
5 Simplify the algebraic fractions.
a b
c d
e f
6 Simplify
a b
c d
Extend
7 Simplify
8 Simplify
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5. Completing the square

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Key points
 Completing the square for a quadratic rearranges ax2 + bx + c into the form p(x + q)2 + r
 If a ≠ 1, then factorise using a as a common factor.
Examples
Example 1 Complete the square for the quadratic expression x2 + 6x − 2
x2 + 6x − 2 1 Write x2 + bx + c in the form
= (x + 3)2 − 9 − 2
2 Simplify
= (x + 3)2 − 11
Example 2 Write 2x2 − 5x + 1 in the form p(x + q)2 + r
2x2 − 5x + 1 1 Before completing the square write ax2 + bx + c in the form
2 Now complete the square by writing in the form
= 3 Expand the square brackets – don’t forget to multiply

by the factor of 2
4 Simplify
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Practice
1 Write the following quadratic expressions in the form (x + p)2 + q
a x2 + 4x + 3 b x2 – 10x – 3
c x2 – 8x d x2 + 6x
e x2 – 2x + 7 f x2 + 3x – 2
2 Write the following quadratic expressions in the form p(x + q)2 + r

a 2x2 – 8x – 16 b 4x2 – 8x – 16
c 3x2 + 12x – 9 d 2x2 + 6x – 8
3 Complete the square.

a 2x2 + 3x + 6 b 3x2 – 2x
c 5x2 + 3x d 3x2 + 5x + 3
Extend
4 Write (25x2 + 30x + 12) in the form (ax + b)2 + c.
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6a. Solving quadratic equations by factorisation

A LEVEL LINKS
Key points
 A quadratic equation is an equation in the form ax2 + bx + c = 0 where a ≠ 0.
 To factorise a quadratic equation find two numbers whose sum is b and whose products is ac.
 When the product of two numbers is 0, then at least one of the numbers must be 0.
 If a quadratic can be solved it will have two solutions (these may be equal).
Examples
Example 1 Solve 5x2 = 15x
5x2 = 15x 1 Rearrange the equation so that all of the terms are on one
side of the equation and it is equal to zero.
Do not divide both sides by x as this would lose the
5x2 − 15x = 0 solution x = 0.
5x(x − 3) = 0 2 Factorise the quadratic equation.
5x is a common factor.
So 5x = 0 or (x − 3) = 0 3 When two values multiply to make zero, at least one of
the values must be zero.
Therefore x = 0 or x = 3 4 Solve these two equations.
Example 2 Solve x2 + 7x + 12 = 0
x2 + 7x + 12 = 0 1 Factorise the quadratic equation. Work out the two

b = 7, ac = 12 factors of ac = 12 which add to give you b = 7.
(4 and 3)
x2 + 4x + 3x + 12 = 0 2 Rewrite the b term (7x) using these two factors.
x(x + 4) + 3(x + 4) = 0
3 Factorise the first two terms and the last two terms.
(x + 4)(x + 3) = 0 4 (x + 4) is a factor of both terms.
So (x + 4) = 0 or (x + 3) = 0 5 When two values multiply to make zero, at least one of

the values must be zero.
Therefore x = −4 or x = −3
6 Solve these two equations.
Example 3 Solve 9x2 − 16 = 0
9x2 − 16 = 0 1 Factorise the quadratic equation. This is the

(3x + 4)(3x – 4) = 0 difference of two squares as the two terms are
(3x)2 and (4)2.
So (3x + 4) = 0 or (3x – 4) = 0 2 When two values multiply to make zero, at
least one of the values must be zero.
or
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Example 4 Solve 2x2 − 5x − 12 = 0
b = −5, ac = −24 1 Factorise the quadratic equation.

Work out the two factors of ac = −24 which add
to give you b = −5.
So 2x2 − 8x + 3x – 12 = 0 (−8 and 3)
2x(x − 4) + 3(x − 4) = 0 2 Rewrite the b term (−5x) using these two factors.
3 Factorise the first two terms and the last two
(x – 4)(2x + 3) = 0 terms.
4 (x − 4) is a factor of both terms.
So (x – 4) = 0 or (2x +3) = 0 5 When two values multiply to make zero, at least
one of the values must be zero.
or
Practice
1 Solve
a 6x2 + 4x = 0 b 28x2 – 21x = 0
c x2 + 7x + 10 = 0 d x2 – 5x + 6 = 0
e x2 – 3x – 4 = 0 f x2 + 3x – 10 = 0
g x2 – 10x + 24 = 0 h x2 – 36 = 0
i x2 + 3x – 28 = 0 j x2 – 6x + 9 = 0
k 2x2 – 7x – 4 = 0 l 3x2 – 13x – 10 = 0
2 Solve
a x2 – 3x = 10 b x2 – 3 = 2x Hint
c x2 + 5x = 24 d x2 – 42 = x
e x(x + 2) = 2x + 25 f x2 – 30 = 3x – 2 Get all terms
g x(3x + 1) = x2 + 15 h 3x(x – 1) = 2(x + 1) onto one side
of the
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6b. Solving quadratic equations by

completing the square
A LEVEL LINKS
Key points
 Completing the square lets you write a quadratic equation in the form p(x + q)2 + r = 0.
Examples
Example 5 Solve x2 + 6x + 4 = 0. Give your solutions in surd form.
x2 + 6x + 4 = 0
(x + 3)2 − 9 + 4 = 0
1 Write x2 + bx + c = 0 in the form
2
(x + 3) − 5 = 0 2 Simplify.
(x + 3)2 = 5 3 Rearrange the equation to work out x. First, add 5 to both
sides.
x+3= 4 Square root both sides.
Remember that the square root of a value gives two answers.
x= 5 Subtract 3 from both sides to solve the equation.
So x = or x = 6 Write down both solutions.
Example 6 Solve 2x2 − 7x + 4 = 0. Give your solutions in surd form.

2x2 − 7x + 4 = 0 1 Before completing the square write ax2 + bx + c in the form
=0
=0 2 Now complete the square by writing in the form

3 Expand the square brackets.
=0
4 Simplify.
=0
5 Rearrange the equation to work out x. First, add to both sides.

6 Divide both sides by 2.
7 Square root both sides. Remember that the square root of a value gives
two answers.
8 Add to both sides.
20
9 Write down both the solutions.

So or
Practice
3 Solve by completing the square.
a x2 – 4x – 3 = 0 b x2 – 10x + 4 = 0
c x2 + 8x – 5 = 0 d x2 – 2x – 6 = 0
e 2x2 + 8x – 5 = 0 f 5x2 + 3x – 4 = 0
4 Solve by completing the square.

Hint
a (x – 4)(x + 2) = 5
b 2x2 + 6x – 7 = 0 Get all terms
c x2 – 5x + 3 = 0 onto one side
of the
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6c. Solving quadratic equations by using the

formula
A LEVEL LINKS
Key points
 Any quadratic equation of the form ax2 + bx + c = 0 can be solved using the formula
 If b2 – 4ac is negative then the quadratic equation does not have any real solutions.
 It is useful to write down the formula before substituting the values for a, b and c.
Examples
Example 7 Solve x2 + 6x + 4 = 0. Give your solutions in surd form.
a = 1, b = 6, c = 4
1 Identify a, b and c and write down the formula.
Remember that is all over 2a, not just
part of it.
2 Substitute a = 1, b = 6, c = 4 into the formula.
3 Simplify. The denominator is 2, but this is only because a

= 1. The denominator will not always be 2.
4 Simplify .
5 Simplify by dividing numerator and denominator by 2.

So or
Example 8 Solve 3x2 − 7x − 2 = 0. Give your solutions in surd form.

a = 3, b = −7, c = −2
1 Identify a, b and c, making sure you get the signs right and
write down the formula.
Remember that is all over 2a, not just part of
it.
2 Substitute a = 3, b = −7, c = −2 into the formula.
3 Simplify. The denominator is 6 when a = 3. A common

mistake is to always write a denominator of 2.
So or
22
Practice
5 Solve, giving your solutions in surd form.
a 3x2 + 6x + 2 = 0 b 2x2 – 4x – 7 = 0
6 Solve the equation x2 – 7x + 2 = 0
Give your solutions in the form , where a, b and c are integers.
Hint
7 Solve 10x2 + 3x + 3 = 5
Give your solution in surd form. Get all terms onto one
side of the equation.
Extend
8 Choose an appropriate method to solve each quadratic equation, giving your answer in surd form when
necessary.
a 4x(x – 1) = 3x – 2
b 10 = (x + 1)2
c x(3x – 1) = 10
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7. Sketching quadratic graphs

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Key points
 The graph of the quadratic function
y = ax2 + bx + c, where a ≠ 0, is a curve
called a parabola.
 Parabolas have a line of symmetry and for a > 0 for a < 0
a shape as shown.
 To sketch the graph of a function, find the points where the graph intersects the axes.
 To find where the curve intersects the y-axis substitute x = 0 into the function.
 To find where the curve intersects the x-axis substitute y = 0 into the function.
 At the turning points of a graph the gradient of the curve is 0 and any tangents to the curve at these
points are horizontal.
 To find the coordinates of the maximum or minimum point (turning points) of a quadratic curve
(parabola) you can use the completed square form of the function.
Examples
Example 1 Sketch the graph of y = x2.
The graph of y = x2 is a parabola.
When x = 0, y = 0.
a = 1 which is greater than zero, so the
graph has the shape:
Example 2 Sketch the graph of y = x2 − x − 6.

When x = 0, y = 02 − 0 − 6 = −6 1 Find where the graph intersects the y-axis by
So the graph intersects the y-axis at substituting x = 0.
(0, −6)
When y = 0, x2 − x − 6 = 0 2 Find where the graph intersects the x-axis by
(x + 2)(x − 3) = 0 substituting y = 0.
3 Solve the equation by factorising.
x = −2 or x = 3
4 Solve (x + 2) = 0 and (x − 3) = 0.
So,
the graph intersects the x-axis at (−2, 0) and (3, 0)
5 a = 1 which is greater than zero, so the
graph has the shape:
x2 − x − 6 = =
6 To find the turning point, complete the square.
7 The turning point is the minimum value for this

When , and , so the
expression and occurs when the term in the bracket is
equal to zero.
24
turning point is at the point
Practice
1 Sketch the graph of y = −x2.
2 Sketch each graph, labelling where the curve crosses the axes.
a y = (x + 2)(x − 1) b y = x(x − 3) c y = (x + 1)(x + 5)
3 Sketch each graph, labelling where the curve crosses the axes.
a y = x2 − x − 6 b y = x2 − 5x + 4 c y = x2 – 4
d y = x2 + 4x e y = 9 − x2 f y = x2 + 2x − 3
4 Sketch the graph of y = 2x2 + 5x − 3, labelling where the curve crosses the axes.
Extend
5 Sketch each graph. Label where the curve crosses the axes and write down the coordinates of the
turning point.
a y = x2 − 5x + 6 b y = −x2 + 7x − 12 c y = −x2 + 4x
6 Sketch the graph of y = x2 + 2x + 1. Label where the curve crosses the axes and write down the
equation of the line of symmetry.
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8a. Solving linear simultaneous equations

using the elimination method
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Scheme of work: 1c. Equations – quadratic/linear simultaneous
Key points
 Two equations are simultaneous when they are both true at the same time.
 Solving simultaneous linear equations in two unknowns involves finding the value of each unknown
which works for both equations.
 Make sure that the coefficient of one of the unknowns is the same in both equations.
 Eliminate this equal unknown by either subtracting or adding the two equations.
Examples
Example 1 Solve the simultaneous equations 3x + y = 5 and x + y = 1
3x + y = 5 1 Subtract the second equation from the first
– x+y=1 equation to eliminate the y term.
2x =4
So x = 2
Using x + y = 1 2 To find the value of y, substitute x = 2 into one
of the original equations.
2+y=1
So y = −1
3 Substitute the values of x and y into both
Check:
equations to check your answers.
equation 1: 3 × 2 + (−1) = 5 YES
equation 2: 2 + (−1) = 1 YES
Example 2 Solve x + 2y = 13 and 5x − 2y = 5 simultaneously.

x + 2y = 13 1 Add the two equations together to eliminate the y term.
+ 5x − 2y = 5
6x = 18
So x = 3
Using x + 2y = 13 2 To find the value of y, substitute x = 3 into one of the
3 + 2y = 13 original equations.
So y = 5
Check: 3 Substitute the values of x and y into both equations to
check your answers.
equation 1: 3 + 2 × 5 = 13 YES
equation 2: 5 × 3 − 2 × 5 = 5 YES
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Example 3 Solve 2x + 3y = 2 and 5x + 4y = 12 simultaneously.
(2x + 3y = 2) × 4 8x + 12y = 8 1 Multiply the first equation by 4 and the second

(5x + 4y = 12) × 3 15x + 12y = 36 equation by 3 to make the coefficient of y the
same for both equations. Then subtract the first
7x = 28 equation from the second equation to eliminate
the y term.
So x = 4
2 To find the value of y, substitute x = 4 into one
Using 2x + 3y = 2
2 × 4 + 3y = 2
So y = −2
Check: 3 Substitute the values of x and y into both
equation 1: 2 × 4 + 3 × (−2) = 2 YES equations to check your answers.
equation 2: 5 × 4 + 4 × (−2) = 12 YES
Practice
Solve these simultaneous equations.
1 4x + y = 8 2 3x + y = 7
x+y=5 3x + 2y = 5
3 4x + y = 3 4 3x + 4y = 7
3x – y = 11 x – 4y = 5
5 2x + y = 11 6 2x + 3y = 11
x – 3y = 9 3x + 2y = 4
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8b. Solving linear simultaneous equations

using the substitution method
A LEVEL LINKS
Textbook: Pure Year 1, 3.1 Linear simultaneous equations
Key points
 The subsitution method is the method most commonly used for A level. This is because it is the
method used to solve linear and quadratic simultaneous equations.
Examples
Example 4 Solve the simultaneous equations y = 2x + 1 and 5x + 3y = 14
5x + 3(2x + 1) = 14 1 Substitute 2x + 1 for y into the second equation.
2 Expand the brackets and simplify.
5x + 6x + 3 = 14
11x + 3 = 14 3 Work out the value of x.
11x = 11
So x = 1
Using y = 2x + 1 4 To find the value of y, substitute x = 1 into one
y=2×1+1
So y = 3
5 Substitute the values of x and y into both
Check: equations to check your answers.
equation 1: 3 = 2 × 1 + 1 YES
equation 2: 5 × 1 + 3 × 3 = 14 YES
Example 5 Solve 2x − y = 16 and 4x + 3y = −3 simultaneously.

y = 2x − 16 1 Rearrange the first equation.
4x + 3(2x − 16) = −3 2 Substitute 2x − 16 for y into the second equation.
4x + 6x − 48 = −3 3 Expand the brackets and simplify.
10x − 48 = −3
10x = 45 4 Work out the value of x.
So x =
Using y = 2x − 16 5 To find the value of y, substitute x = into one of the
original equations.
y=2× − 16
So y = −7 6 Substitute the values of x and y into both equations to
check your answers.
Check:
equation 1: 2 × – (–7) = 16 YES
28
equation 2: 4 × + 3 × (−7) = −3 YES
Practice
7 y=x–4 8 y = 2x – 3
2x + 5y = 43 5x – 3y = 11
9 2y = 4x + 5 10 2x = y – 2
9x + 5y = 22 8x – 5y = –11
11 3x + 4y = 8 12 3y = 4x – 7
2x – y = –13 2y = 3x – 4
13 3x = y – 1 14 3x + 2y + 1 = 0
2y – 2x = 3 4y = 8 – x
Extend
15 Solve the simultaneous equations 3x + 5y − 20 = 0 and .
29
9. Solving linear and quadratic simultaneous

equations
A LEVEL LINKS
Key points
 Make one of the unknowns the subject of the linear equation (rearranging where necessary).
 Use the linear equation to substitute into the quadratic equation.
 There are usually two pairs of solutions.
Examples
Example 1 Solve the simultaneous equations y = x + 1 and x2 + y2 = 13
x2 + (x + 1)2 = 13 1 Substitute x + 1 for y into the second equation.

x2 + x2 + x + x + 1 = 13
2x2 + 2x + 1 = 13
3 Factorise the quadratic equation.
2x2 + 2x − 12 = 0 4 Work out the values of x.
(2x − 4)(x + 3) = 0
5 To find the value of y, substitute both values of x into one of
So x = 2 or x = −3 the original equations.
Using y = x + 1 6 Substitute both pairs of values of x and y into both equations

to check your answers.
When x = 2, y = 2 + 1 = 3
When x = −3, y = −3 + 1 = −2
So the solutions are

x = 2, y = 3 and x = −3, y = −2
Check:
equation 1: 3 = 2 + 1 YES
and −2 = −3 + 1 YES
equation 2: 22 + 32 = 13 YES
and (−3)2 + (−2)2 = 13 YES
30
Example 2 Solve 2x + 3y = 5 and 2y2 + xy = 12 simultaneously.
1 Rearrange the first equation.
2 Substitute for x into the second equation.

Notice how it is easier to substitute for x than for y.
4 Factorise the quadratic equation.
(y + 8)(y − 3) = 0
5 Work out the values of y.
So y = −8 or y = 3
Using 2x + 3y = 5
When y = −8, 2x + 3 × (−8) = 5, x = 14.5 6 To find the value of x, substitute both values of y into
one of the original equations.
When y = 3, 2x + 3 × 3 = 5, x = −2
So the solutions are
x = 14.5, y = −8 and x = −2, y = 3
Check:
equation 1: 2 × 14.5 + 3 × (−8) = 5 YES 7 Substitute both pairs of values of x and y into both
equations to check your answers.
and 2 × (−2) + 3 × 3 = 5 YES
equation 2: 2×(−8)2 + 14.5×(−8) = 12 YES
and 2 × (3)2 + (−2) × 3 = 12 YES
Practice
1 y = 2x + 1 2 y=6–x 3 y=x–3
x2 + y2 = 10 x2 + y2 = 20 x2 + y2 = 5
4 y = 9 − 2x 5 y = 3x – 5 6 y=x−5
x2 + y2 = 17 y = x2 − 2x + 1 y = x2 − 5x − 12
7 y=x+5 8 y = 2x – 1 9 y = 2x
x2 + y2 = 25 x2 + xy = 24 y2 – xy = 8
10 2x + y = 11
xy = 15
Extend
11 x – y = 1 12 y – x = 2
x2 + y2 = 3 x2 + xy = 3
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10. Solving simultaneous equations graphically

A LEVEL LINKS
Key points
 You can solve any pair of simultaneous equations by drawing the graph of both equations and
finding the point/points of intersection.
Examples
Example 1 Solve the simultaneous equations y = 5x + 2 and x + y = 5 graphically.
y=5–x 1 Rearrange the equation x + y = 5 to make y the subject.

2 Plot both graphs on the same grid using the gradients and
y = 5 – x has gradient –1 and y-intercept 5. y-intercepts.
y = 5x + 2 has gradient 5 and y-intercept 2.
Lines intersect at 3 The solutions of the simultaneous equations are the point
of intersection.
x = 0.5, y = 4.5
4 Check your solutions by substituting the values into both
Check: equations.
First equation y = 5x + 2:
4.5 = 5 × 0.5 + 2 YES
Second equation x + y = 5:
0.5 + 4.5 = 5 YES
32
Example 2 Solve the simultaneous equations y = x − 4 and y = x2 − 4x + 2 graphically.

x 0 1 2 3 4 1 Construct a table of values and calculate the
y 2 –1 –2 –1 2 points for the quadratic equation.
2 Plot the graph.
3 Plot the linear graph on the same grid using

the gradient and
y-intercept.
y = x – 4 has gradient 1 and
y-intercept –4.
The line and curve intersect at 4 The solutions of the simultaneous equations
are the points of intersection.
x = 3, y = −1 and x = 2, y = −2
Check:
First equation y = x − 4: 5 Check your solutions by substituting the
−1 = 3 − 4 YES values into both equations.
−2 = 2 − 4 YES
2
Second equation y = x − 4x + 2:
−1 = 32 − 4 × 3 + 2 YES
2
−2 = 2 − 4 × 2 + 2 YES
Practice
1 Solve these pairs of simultaneous equations graphically.
a y = 3x − 1 and y = x + 3
b y = x − 5 and y = 7 − 5x
c y = 3x + 4 and y = 2 − x
a x + y = 0 and y = 2x + 6 Hint
b 4x + 2y = 3 and y = 3x − 1
Rearrange the equation to make
c 2x + y + 4 = 0 and 2y = 3x − 1
y the subject.
a y = x − 1 and y = x2 − 4x + 3
b y = 1 − 3x and y = x2 − 3x − 3
c y = 3 − x and y = x2 + 2x + 5
4 Solve the simultaneous equations x + y = 1 and x2 + y2 = 25 graphically.
Extend
5 a Solve the simultaneous equations 2x + y = 3 and x2 + y = 4
i graphically
ii algebraically to 2 decimal places.
b Which method gives the more accurate solutions? Explain your answer.
33
11. Linear inequalities

A LEVEL LINKS
Scheme of work: 1d. Inequalities – linear and quadratic (including graphical solutions)
Key points
 Solving linear inequalities uses similar methods to those for solving linear equations.
 When you multiply or divide an inequality by a negative number you need to reverse the inequality
sign, e.g. < becomes >.
Examples
Example 1 Solve −8 ≤ 4x < 16
−8 ≤ 4x < 16 Divide all three terms by 4.

−2 ≤ x < 4
Example 2 Solve 4 ≤ 5x < 10
4 ≤ 5x < 10 Divide all three terms by 5.
≤x<2
Example 3 Solve 2x − 5 < 7
2x − 5 < 7 1 Add 5 to both sides.

2x < 12 2 Divide both sides by 2.
x<6
Example 4 Solve 2 − 5x ≥ −8
2 − 5x ≥ −8 1 Subtract 2 from both sides.

−5x ≥ −10 2 Divide both sides by −5.
Remember to reverse the inequality
x≤2 when dividing by a negative
number.
Example 5 Solve 4(x − 2) > 3(9 − x)
4(x − 2) > 3(9 − x) 1 Expand the brackets.

4x − 8 > 27 − 3x 2 Add 3x to both sides.
3 Add 8 to both sides.
7x − 8 > 27 4 Divide both sides by 7.
7x > 35
x>5
34
Practice
1 Solve these inequalities.
a 4x > 16 b 5x – 7 ≤ 3 c 1 ≥ 3x + 4
d 5 – 2x < 12 e f 8<3–
a b 10 ≥ 2x + 3 c 7 – 3x > –5
3 Solve
a 2 – 4x ≥ 18 b 3 ≤ 7x + 10 < 45 c 6 – 2x ≥ 4
d 4x + 17 < 2 – x e 4 – 5x < –3x f –4x ≥ 24

a 3t + 1 < t + 6 b 2(3n – 1) ≥ n + 5
5 Solve.
a 3(2 – x) > 2(4 – x) + 4 b 5(4 – x) > 3(5 – x) + 2
Extend
6 Find the set of values of x for which 2x + 1 > 11 and 4x – 2 > 16 – 2x.
35
12. Quadratic inequalities

A LEVEL LINKS
Scheme of work: 1d. Inequalities – linear and quadratic (including graphical solutions)
Key points
 First replace the inequality sign by = and solve the quadratic equation.
 Sketch the graph of the quadratic function.
 Use the graph to find the values which satisfy the quadratic inequality.
Examples
Example 1 Find the set of values of x which satisfy x2 + 5x + 6 > 0
x2 + 5x + 6 = 0 1 Solve the quadratic equation by factorising.

(x + 3)(x + 2) = 0
x = −3 or x = −2
2 Sketch the graph of
y = (x + 3)(x + 2)
3 Identify on the graph where

x2 + 5x + 6 > 0, i.e. where y > 0
4 Write down the values which satisfy the

x < −3 or x > −2 inequality x2 + 5x + 6 > 0
Example 2 Find the set of values of x which satisfy x2 − 5x ≤ 0
x2 − 5x = 0 1 Solve the quadratic equation by factorising.

x(x − 5) = 0
x = 0 or x = 5 2 Sketch the graph of y = x(x − 5)

x2 − 5x ≤ 0, i.e. where y ≤ 0

0≤x≤5 inequality x2 − 5x ≤ 0
36
Example 3 Find the set of values of x which satisfy −x2 − 3x + 10 ≥ 0
−x2 − 3x + 10 = 0 1 Solve the quadratic equation by factorising.

(−x + 2)(x + 5) = 0
x = 2 or x = −5
2 Sketch the graph of
y y = (−x + 2)(x + 5) = 0

−x2 − 3x + 10 ≥ 0, i.e. where y ≥ 0
–5 O 2 x
−5 ≤ x ≤ 2
inequality −x2 − 3x + 10 ≥ 0
Practice
1 Find the set of values of x for which (x + 7)(x – 4) ≤ 0
2 Find the set of values of x for which x2 – 4x – 12 ≥ 0
3 Find the set of values of x for which 2x2 –7x + 3 < 0
4 Find the set of values of x for which 4x2 + 4x – 3 > 0
5 Find the set of values of x for which 12 + x – x2 ≥ 0
Extend
Find the set of values which satisfy the following inequalities.
6 x2 + x ≤ 6
7 x(2x – 9) < –10
8 6x2 ≥ 15 + x
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13. Sketching cubic and reciprocal graphs

A LEVEL LINKS
Scheme of work: 1e. Graphs – cubic, quartic and reciprocal
Key points
 The graph of a cubic function, which
can be written in the form y = ax3 + bx2
+ cx + d, where a ≠ 0, has one of the
shapes shown here.
 The graph of a reciprocal function of
the form has one of the shapes

shown here.
 To sketch the graph of a function, find the points where the graph intersects the axes.
 To find where the curve intersects the y-axis substitute x = 0 into the function.
 To find where the curve intersects the x-axis substitute y = 0 into the function.
 Where appropriate, mark and label the asymptotes on the graph.
 Asymptotes are lines (usually horizontal or vertical) which the curve gets closer to but never
touches or crosses. Asymptotes usually occur with reciprocal functions. For example, the
asymptotes for the graph of are the two axes (the lines y = 0 and x = 0).
 At the turning points of a graph the gradient of the curve is 0 and any tangents to the curve at these
points are horizontal.
 A double root is when two of the solutions are equal. For example (x – 3)2(x + 2) has a double root
at x = 3.
 When there is a double root, this is one of the turning points of a cubic function.
38
Examples
Example 1 Sketch the graph of y = (x − 3)(x − 1)(x + 2)
To sketch a cubic curve find intersects with both axes and use the key points above for the correct shape.
When x = 0, y = (0 − 3)(0 − 1)(0 + 2) 1 Find where the graph intersects the axes by
= (−3) × (−1) × 2 = 6 substituting x = 0 and y = 0.
Make sure you get the coordinates the right
The graph intersects the y-axis at (0, 6) way around, (x, y).
2 Solve the equation by solving
x − 3 = 0, x − 1 = 0 and x + 2 = 0
When y = 0, (x − 3)(x − 1)(x + 2) = 0
So x = 3, x = 1 or x = −2
The graph intersects the x-axis at
(−2, 0), (1, 0) and (3, 0)
3 Sketch the graph.
a = 1 > 0 so the graph has the shape:
Example 2 Sketch the graph of y = (x + 2)2(x − 1)
To sketch a cubic curve find intersects with both axes and use the key points above for the correct shape.
When x = 0, y = (0 + 2)2(0 − 1) 1 Find where the graph intersects the axes by

= 22 × (−1) = −4 substituting x = 0 and y = 0.
The graph intersects the y-axis at (0, −4)
When y = 0, (x + 2)2(x − 1) = 0 2 Solve the equation by solving

So x = −2 or x =1 x + 2 = 0 and x − 1 = 0
(−2, 0) is a turning point as x = −2 is a double root.

The graph crosses the x-axis at (1, 0)
3 a = 1 > 0 so the graph has the shape:
39
Practice
1 Here are six equations.
Hint
A B y = x2 + 3x – 10 C y = x3 + 3x2 Find where each

D 2
y = 1 – 3x – x 3
E y = x3 – 3x2 – 1 F x+y=5 of the cubic
equations cross
Here are six graphs. the y-axis.
i ii iii
iv v vi
a Match each graph to its equation.

b Copy the graphs ii, iv and vi and draw the tangent and normal each at point P.
Sketch the following graphs
2 y = 2x3 3 y = x(x – 2)(x + 2)
4 y = (x + 1)(x + 4)(x – 3) 5 y = (x + 1)(x – 2)(1 – x)
6 y = (x – 3)2(x + 1) 7 y = (x – 1)2(x – 2)
8 y= 9 y=
Hint: Look at the shape of y =
in the second key point.
Extend
10 Sketch the graph of 11 Sketch the graph of
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14a. Translating graphs

A LEVEL LINKS
Scheme of work: 1f. Transformations – transforming graphs – f(x) notation
Key points
 The transformation y = f(x) ± a is a translation
of y = f(x) parallel to the y-axis; it is a vertical
translation.
As shown on the graph,
o y = f(x) + a translates y = f(x) up
o y = f(x) – a translates y = f(x) down.
 The transformation y = f(x ± a) is a translation of

y = f(x) parallel to the x-axis; it is a horizontal
translation.
As shown on the graph,
o y = f(x + a) translates y = f(x) to the left
o y = f(x – a) translates y = f(x) to the right.
Examples
Example 1 The graph shows the function y = f(x).
Sketch the graph of y = f(x) + 2.
For the function y = f(x) + 2 translate the

function y = f(x) 2 units up.
Sketch the graph of y = f(x − 3).
For the function y = f(x − 3) translate the

function y = f(x) 3 units right.
41
Practice
1 The graph shows the function y = f(x).
Copy the graph and on the same axes sketch and label
the graphs of y = f(x) + 4 and y = f(x + 2).

Copy the graph and on the same axes sketch and label
the graphs of y = f(x + 3) and y = f(x) – 3.

Copy the graph and on the same axes sketch the graph
of y = f(x – 5).
4 The graph shows the function y = f(x) and two

transformations of y = f(x), labelled C1 and C2.
Write down the equations of the translated curves C1
and C2 in function form.
5 The graph shows the function y = f(x) and two transformations of y = f(x), labelled C1 and C2.
Write down the equations of the translated curves C1 and C2 in function form.
a Sketch the graph of y = f(x) + 2

b Sketch the graph of y = f(x + 2)
42
14b. Stretching graphs

A LEVEL LINKS
Scheme of work: 1f. Transformations – transforming graphs – f(x) notation
Textbook: Pure Year 1, 4.6 Stretching graphs
Key points
 The transformation y = f(ax) is a horizontal
stretch of y = f(x) with scale factor parallel to

the x-axis.
 The transformation y = f(–ax) is a horizontal
stretch of y = f(x) with scale factor parallel to

the x-axis and then a reflection in the y-axis.
 The transformation y = af(x) is a vertical stretch

of y = f(x) with scale factor a parallel to the y-
axis.
 The transformation y = –af(x) is a vertical stretch

of y = f(x) with scale factor a parallel to the y-axis
and then a reflection in the x-axis.
Examples
Sketch and label the graphs of
y = 2f(x) and y = –f(x).
43
The function y = 2f(x) is a vertical

stretch of y = f(x) with scale
factor 2 parallel to the y-axis.
The function y = −f(x) is a
reflection of y = f(x) in the
x-axis.
Sketch and label the graphs of

y = f(2x) and y = f(–x).
The function y = f(2x) is a horizontal

stretch of y = f(x) with scale factor
parallel to the x-axis.

The function y = f(−x) is a reflection
of y = f(x) in the y-axis.
Practice
a Copy the graph and on the same axes sketch and
label the graph of y = 3f(x).
b Make another copy of the graph and on the same
axes sketch and label the graph of y = f(2x).

Copy the graph and on the same axes
sketch and label the graphs of
y = –2f(x) and y = f(3x).

Copy the graph and, on the same axes,
44
sketch and label the graphs of
y = –f(x) and y = .

Copy the graph and, on the same axes,
sketch the graph of y = –f(2x).
11 The graph shows the function y = f(x) and a

transformation, labelled C.
Write down the equation of the translated curve C in
function form.
12 The graph shows the function y = f(x) and a

transformation labelled C.
Write down the equation of the translated curve C in
function form.

a Sketch the graph of y = −f(x).
b Sketch the graph of y = 2f(x).
Extend
14 a Sketch and label the graph of y = f(x), where f(x) = (x – 1)(x + 1).
b On the same axes, sketch and label the graphs of y = f(x) – 2 and y = f(x + 2).
15 a Sketch and label the graph of y = f(x), where f(x) = –(x + 1)(x – 2).
b On the same axes, sketch and label the graph of y = .

45
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Slough & Eton Transition from GCSE to A Level Maths

Section 6a Solving quadratic equations by factorisation page 15

Section 7 Sketching Quadratic Graphs page 21

Section 9 Solving linear and quadratic simultaneous equations

Section 14a Translating graphs page 38

1.Expanding brackets and simplifying

4(3x − 2) = 12x − 8 Multiply everything inside the bracket

Example 2 Expand and simplify 3(x + 5) − 4(2x + 3)

3(x + 5) − 4(2x + 3) 1 Expand each set of brackets

Example 3 Expand and simplify (x + 3)(x + 2)

(x + 3)(x + 2) 1 Expand the brackets by multiplying

Example 4 Expand and simplify (x − 5)(2x + 3)

(x − 5)(2x + 3) 1 Expand the brackets by multiplying

2 Expand and simplify.

4 Expand and simplify.

6 Expand and simplify.

7 The diagram shows a rectangle.

8 Expand and simplify.

10 Expand and simplify.

2. Surds and rationalising the denominator

 To rationalise you multiply the numerator and denominator by the surd

 To rationalise you multiply the numerator and denominator by

1 Choose two numbers that are factors of 50.

2 Use the rule

1 Simplify and . Choose two numbers

2 Use the rule

1 Expand the brackets. A common mistake

1 Multiply the numerator and denominator by

Example 5 Rationalise and simplify

1 Multiply the numerator and denominator by

3 Use the rule

5 Simplify the fraction:

Example 6 Rationalise and simplify

1 Multiply the numerator and denominator

2 Expand the brackets

Remember to change the sign of all terms

a b One of the two numbers you

2 Simplify. Watch out!

a b Check you have chosen the

3 Expand and simplify.

4 Rationalise and simplify, if possible.

5 Rationalise and simplify.

6 Expand and simplify

7 Rationalise and simplify, if possible.

 i.e. the nth root of a

100 = 1 Any value raised to the power of zero is

Use the rule

1 Use the rule

1 Use the rule

= 3x3 6 ÷ 2 = 3 and use the rule to

1 Use the rule

Example 7 Write as a single power of x

Use the rule , note that the

fraction remains unchanged

Example 8 Write as a single power of x

1 Use the rule

2 Use the rule

Remember that any value

15x2y3 + 9x4y = 3x2y(5y2 + 3x2) The highest common factor is 3x2y.

Example 2 Factorise 4x2 – 25y2

b = 3, ac = −10 1 Work out the two factors of ac = −10 which add to

Example 4 Factorise 6x2 − 11x − 10

1 Factorise the numerator and the denominator